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- Broström, Stig, et al.
(författare)
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Preschool teachers' view on learning in preschool in Sweden and Denmark
- 2014
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 22:5, s. 590-603
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.
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- Johansson, Inge, 1952-, et al.
(författare)
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Learning and knowledge development in preschool teacher education and practicum
- 2012
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Ingår i: Early Child Development and Care. - London : Routledge. - 0300-4430 .- 1476-8275. ; 182:7, s. 907-920
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Tidskriftsartikel (refereegranskat)abstract
- In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning.
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- Johansson, Inge, et al.
(författare)
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Learning and participation : two interrelated key-concepts in the preschool
- 2010
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 18:2, s. 229-242
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Tidskriftsartikel (refereegranskat)abstract
- At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
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| 6. |
- Johansson, Inge, 1952-, et al.
(författare)
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Lärande och delaktighet i förskolan
- 2012. - 1
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Ingår i: Kritiska händelser för lärande i förskolan. - Lund : Studentlitteratur. - 9789144071978 ; , s. 93-
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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